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PSTM > (Midterms) Teaching Strategies and Methods > Flashcards

(Midterms) Teaching Strategies and Methods Flashcards

1
Q

giving off process

A

teaching

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2
Q

involving the learner more than the teacher

A

teaching

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3
Q

interaction between teacher and students

A

teaching

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4
Q

an act to promote student learning

A

adjustive act

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5
Q

human activity

A

teaching

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6
Q

a process of concretizing and actualizing the fundamental principles of other related disciplines

A

inquirung proces

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7
Q

T or F: teaching is a complex process

A

true

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8
Q

a science and an art

A

teaching

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9
Q

set of correlative assumptions about teaching

A

approach

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10
Q

T or F: approach is axiomatic

A

true

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11
Q

axiomatic means

A

self-evident; manifested

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12
Q

quality of a generally accepted principle/rule used as a basis of the whole process

A

approach

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13
Q

overall plan for the orderly presentation of lesson

A

method

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14
Q

implementation of lesson

A

technique

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15
Q

immediate applicability in the classroom

A

technique

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16
Q

T or F: all of teachers have the same method

A

false; lahat iba iba

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17
Q

set of principles, belief or ideas about the nature of learning

A

teaching approach

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18
Q

long-term plan of action designed to achieve a certain goal

A

teaching strategy

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19
Q

systematic way of doing something

A

teaching method

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20
Q

orderly logical system

A

teaching method

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21
Q

this is procedural

A

teaching method

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22
Q

sell-defined procedure used to accomplish a specific activity/task

A

teaching technique

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23
Q

authority figure in a classroom

A

teachers

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24
Q

viewed as “empty vessels”

A

students

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25
Q

receive knowledge from teachers

A

students

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26
Q

viewed as 2 separate entities

A

teaching and assessment

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27
Q

measured through objective scored tests and assessments

A

student learning

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28
Q

play an equally active role in learning process

A

teachers and students

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29
Q

role of teachers

A

-coach and facilitate students
- measure student learning

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30
Q

approach where the teacher is the only reliable source of information

A

teacher-centered approach

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31
Q

the learner is also an important resource in this approach because they know something and is capable of sharing

A

learner-centered approach

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32
Q

approach where subject matter mains primacy over that of the learner

A

subject-matter-centered approach

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33
Q

approach where the teacher’s voice is the one only heard

A

teacher dominated approach

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34
Q

approach where the teacher is the sole dispenser of information

A

teacher dominated approach

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35
Q

method where teaching uses technology equipment such as powerpoints

A

high-tech teacher-centered

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36
Q

method where students uses different applications/media in learning

A

high-tech student-centered

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37
Q

method where teacher uses blackboard/whiteboard w/o visual presentations in teaching

A

low-tech teacher-centered

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38
Q

method where students use pen and paper to write facts and informations in notebook while reading several textbooks

A

low-tech student-centered

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39
Q

where the teacher are the primary authority figure

A

teacher-centered

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40
Q

while the teacher is the main authority, both learners and teachers play an active role in the process

A

student-centered

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41
Q

uses different technology to aid learning process

A

high-tech

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42
Q

more traditional way of learning involving physical interaction of teacher and learner

A

low-tech

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43
Q

process of giving info. generating understanding and creating interest

A

lecture method

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44
Q

lecture method is based on what philosophy

A

idealism

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45
Q

T or F: lecture method is one of the oldest method of learning

A

true

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46
Q

method where it explanation of the topic to the students

A

lecture method

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47
Q

what is the emphasis of lecture method

A

presentation of context

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48
Q

philosophical approach where the central point is that ideas are the only true reality

A

idealism

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49
Q

focus on the conscious reasoning in the mind

A

idealism

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50
Q

philosophical approach that emphasizes the search for truth, beauty and justice

A

idealism

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51
Q

teacher presents the content in a comprehensive manner

A

lecture

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52
Q

method that delivers info in a short amount of time

A

lecture method

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53
Q

method where teachers expect to elicit students’ participation

A

lecture

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54
Q

conveys info that is difficult to present in another way

A

lecture method

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55
Q

most common method of teaching

A

lecture

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56
Q

works as a sole resource in classroom

A

teacher

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57
Q

example of lecture method’s approach

A
  • teacher controlled
  • information-centered
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58
Q

purpose of lecture method

A
  • To introduce learners to new topics
  • To stimulate students’ interest in a subject
  • To synthesize knowledge from other various sources
  • To clarify difficult concepts
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59
Q

most common purpose of lecture

A
  • convey info
  • stimulate motivation and interest
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60
Q

types of lecture

A
  • oral essay
  • participatory lecture
  • lec w/ incomplete handouts
  • feedback lec
  • mediated lec
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61
Q

traditional lecture

A

oral essay

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62
Q

overused type of lecture

A

oral essay

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63
Q

lecture where the teacher is the only speaker

A

oral essay

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64
Q

lecture that starts with brainstorming

A

participatory lecture

65
Q

Resembles traditional oral essay but with handouts (blank spaces)

A

lecture w/ incomplete handouts

66
Q

Mini-lectures interspaced with 10-min SGD

A

feedback lecture

67
Q

lecture that uses media

A

mediated lecture

68
Q

3 parts of lecture

A
  1. intro to the lecture
  2. body of the lecture
  3. conclusion
69
Q

T or F: Lectures are effective, but not more
effective than other methods in transmitting simple information

A

true

70
Q

T or F: The lecture method may not match students’ expectations of student and teacher roles

A

false; it may match

71
Q

T or F: lecture reached the big audience

A

true

72
Q

T or F: lecture uses facts and ideas from book

A

true

73
Q

T or F: teachers are not role models

A

false; role models sila

74
Q

T or F: lecture can improve listening skills

A

true

75
Q

6 steps in organizing lecture

A
  1. planning
  2. anticipate length of time
  3. think of the ability level of the students
  4. write a written outline
  5. use organizers
  6. summarizing structures and keypoints
76
Q

4 forms of written outline

A
  • hierarchical/classical
  • problem-solving
  • comparative structure
  • thesis format
77
Q

written outline where information grouped, divided, and subdivided

A

hierarchical/classical

78
Q

written outline where a problem is presented, then various hypothesis and solutions are developed

A

problem-solving

79
Q

written outline where two or more distinct concepts are differentiated

A

comparative structure

80
Q

written outline where the lecturer takes a stand on a particular topic, then justify it using logic/evidence

A

thesis format

81
Q

characteristics of a disorganized lecture

A
  • not sequentially/logically arranged
  • desired learning outcomes are not stated
  • single idea is repeated multiple times
  • does not use advance organizers
  • there are awkward shifts
  • ending the lecture w/o summarization
82
Q

8 things in delivering a lecture to maximize effectiveness

A
  1. Controlling anxiety
  2. Spontaneity
  3. Voice quality
  4. Body Language
  5. Speed of delivery
  6. Getting off on the right foot
  7. Expounding during the
    lecture
  8. Enabling recall of information
83
Q

3 most common form of lecture

A
  • illustrated lecture
  • briefing type of lecture
  • formal lecture
84
Q

form of lecture where the speaker relies on visual aids

A

illustrated lecture

85
Q

form of lecture where the speaker presents the information without any elaborate material

A

briefing type of lecture

86
Q

form of lecture where the purpose is to inform/entertai/etc

A

formal speech

87
Q

a variety of forums for open-ended, collaborative exchange of ideas

A

discussion method

88
Q

discuss is derived to which latin word

A

discutere

89
Q

the latin word of discuss means what

A

to shake or to strike

90
Q

An activity of sitting and talking about a specific subject.

A

discussion

91
Q

means by which people share experiences, ideas, and attitudes.

A

discussion

92
Q

enables us to engage in an orderly verbal interchange and express thoughts on a subject.

A

discussion

93
Q

discussion involves what type of communication between participants

A

two-way

94
Q

T or F: discussion is a more active learning experience than lecture

A

true

95
Q

T or F: discussion ensures max participation

A

true

96
Q

T or F: in discussion, the teacher divides the class different groups to discuss by themselves

A

true

97
Q

T or F: in discussion, relevant topic must be the only one considered

A

true

98
Q

in a panel discussion method, it includes how many qualified persons

A

4-8

99
Q

type of discussion where topic is announced beforehand

A

formal discussion

100
Q

type of discussion that takes place without notice

A

informal discussion

101
Q

type of discussion that involves students brainstorming solutions to own problems

A

planned

102
Q

type of discussion that starts from a student’s question

A

spontaneous

103
Q

common type of discussion

A
  • committee/conference meeting
  • panel discussion
  • symposium and lecture forum
104
Q

T or F: discussion helps students process information rather than receiving only

A

true

105
Q

used in areas in which students already have some knowledge or experience

A

discussion method

106
Q

T or F: discussion may be used to develop the main points to be covered in a lesson

A

true

107
Q

T or F: in a discussion method, students can get ideas from their experience to contribute in the discussion

A

true

108
Q

features of discussion method

A
  • experiential learning
  • emphasis on students
  • focus on critical thinking
109
Q

benefits of discussion method

A
  • Increase student learning
  • Motivate students
  • Support teachers in assessing student thinking
  • Shift the authority from teacher to community
110
Q

abilities that can be developed in discussion method

A
  • Thinking and communicating powers
  • Leadership quality
  • Expression ability
  • Problem solving ability
  • Creativity
  • Motivation and confidence
111
Q

T or F: discussion is not time consuming

A

false

112
Q

T or F: discussion is adaptable to all teaching-learning situation

A

false

113
Q

T or F: discussion is effective in large groups

A

false

114
Q

crucial discussion skills

A
  • Reasoning
  • Speaking
  • Time Management
  • Presentation
    -Paraphrasing/summarizing
  • Creativity
  • Listening
  • Proactive
115
Q

T or F: in discussion, planning must be careful

A

true

116
Q

appropriate physical space in a discussion

A

u-shape seating
circle seating

117
Q

rules to follow in dicussion

A
  1. Formulate clear expectations
  2. Establish ground rules
  3. Ensure proper distance
  4. Plan how to start the discussion
  5. Facilitate, don’t discuss
  6. Encourage participation of quiet or shy members
  7. Don’t let a single person monopolize the discussion
  8. mDirect the discussion among group members
  9. Prevent the discussion from getting off-course
  10. Clarify when participants get confused
  11. Allow some silence
  12. Summarize when needed
118
Q

method that assess learner comprehension

A

questioning method

119
Q

Promotes logical reasoning and critical thinking

A

questioning method

120
Q

Socratic method of teaching–ask a series of questions

A

questioning method

121
Q

Is disciplined questioning that can be used to pursue thought in many directions and for many purposes

A

socratic question

122
Q

is at the heart of critical
thinking

A

socratic questioning

123
Q

6 types of socratic questioning

A
  • Questions for clarification
  • Questions that probe assumptions
  • Questions that probe reasons and evidence
  • Questions about viewpoints and perspectives
  • Questions that probe implications and consequences
  • Questions about the question
124
Q

level of questioning where the learner recalls or integrates information

A

convergent

125
Q

level of questioning that have specific, usually short, and expected answers

A

convergent

126
Q

level of questioning where the learner creates new ideas, draws inferences or a new perspective

A

divergent

127
Q

order of questions where the learner recalls information

A

lower-order

128
Q

order of questions where the learner comprehends or thinks critically

A

higher-order

129
Q

type of question where it requires simple recall answer

A

factual

130
Q

type of question where the learner further explains an answer

A

probing

131
Q

type of question that uses oral mcq

A

multiple-choice

132
Q

type of question where learners construct an answer

A

open-ended

133
Q

type of question where it promotes further discussion

A

discussion-stimulating

134
Q

type of question where questions are phrased and sequences carefully to guide problem solving thinking

A

questions that guide problem solving

135
Q

type of question where there are no immediate answers expected

A

rhetorical

136
Q

type of question where that stimulates thinking

A

rhetorical

137
Q

type of thinking where students simply recall information

A

factual

138
Q

type of thinking where students integrate info

A

empirical

139
Q

type of thinking where students thick creatively to produce unique ideas

A

productive

140
Q

type of thinking where students make judgements

A

evaluative

141
Q

T or F: questioning can be used in any teaching situation

A

true

142
Q

T or F: questioning develop expression of students

A

true

143
Q

T or F: questioning includes all learnings

A

true

144
Q

how long is the silence tolerated in questioning

A

3-5 secs

145
Q

technique used in questioning

A

“beam, focus, build” technique

146
Q

T or F: you can humiliate learners, especially in front of their friends

A

false; wag

147
Q

A blend of lecture, discussion, questioning, and audiovisuals

A

interactive lecture

148
Q

in interactive lecture the lass may be divided into groups/sections, changing activities every?

A

15-20 mins

149
Q

if done correctly, is the best representation of active learning

A

interactive lecture

150
Q

T or F: interactive learning is different from the formal lecture

A

true

151
Q

interactive learning is not longer than?

A

20-25 mins

152
Q

involves the participants in discussions as much as possible.

A

interactive learning

153
Q

more likely to assume responsibilities for their own learning

A

interactive learning

154
Q

interactive learning consists of how many person per group

A

4-6

155
Q

T or F: interactive lecture has. atime limit

A

true

156
Q

T or F: interactive learning improves participation

A

true

157
Q

T or F: interactive learning produces more contribution per member

A

true

158
Q

key points to deliver effective interactive lecture

A
  • Two-way communication
  • Use of visual aids
  • making eye contact
  • Use of examples
  • Use of participants experiences
  • Use of slow pace
  • Summarization

PSTM (4 decks)

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